Effective Lesson Planning for Adult English Language LearnersThis workshop module contains detailed instructions and all of the materials necessary to con-duct two training sessions on effective lesson planning for adult English language learners. The module has five components:

Trainer Guide 4

Trainer Notes, Part 1 4

Trainer Notes, Part 2 4

Participant Handouts, Part 1 4

Participant Handouts, Part 2 4

The Trainer Guide is the trainers script for the training session. It contains step-by-step instruc-tions for presenting the workshop. It begins with an introduction that states the rationale and purpose of the workshop. It also gives the goal and objectives of the workshop, the workshop agenda, an overview of workshop sections with the amount of time to be spent on each section, trainer preparation instructions, and materials needed. The introduction is followed by detailed sequential instructions for conducting each section of the workshop.

The introduction to each section states the purpose of the activities and the timing of that sec-tion. This is followed by a two-column table with instructions for each activity in the first column (Action) and the materials needed in the second column (Materials). Hard copies of all of the materials needed (with the exception of non-CAELA publications) are provided in the Trainer Notes or the Participant Handouts. Materials are listed by title followed by the page number on which it can be found and TN (indicating it can be found in the Trainer Notes) or PH (indicat-ing it can be found in the Participant Handouts). Ordering information for non-CAELA publi-cations is given in the workshop introduction. Materials that need to be made into transparencies for use with an overhead projector or PowerPoint slides are marked Transparency or PowerPoint Slide. You will need to prepare them before the training session.

The Trainer Notes accompanies the script of the Trainer Guide. It includes copies of all of the participant handouts, answer keys to participant activities, transparencies or PowerPoint slides to be made, and other supplemental handouts if appropriate. The contents of the Trainer Notes are organized in the order they are needed in the session, and the place they will be used is indicated in the Materials column in this Trainer Guide. When participants are to use materials from Par-ticipant Handouts, the page numbers of the handouts that correspond to a section of the Trainer Notes are indicated.

The Participant Handouts contains all of the information and activity sheets that participants need to participate in the session and will take with them when they leave. The contents are also orga-nized in the order they will be used in the session. Make a copy of the handouts for each participant.

Effective Lesson Planning for Adult English Language LearnersIntroduction to the module: Planning a language learning lesson is different from planning other types of lessons. This workshop helps participants develop lessons for language learning and introduces them to the stages of a language learning lesson. An effective lesson plan starts with a goal and objectives that meet the needs of the learners and includes activities that lead, step by step, to the completion of the goal. The purpose of this workshop is to help instructors of adult students of English as a second language (ESL) understand the elements of an effective language learning lesson planning for their learners. The workshop activities are based on a variety of well-regarded sources in the field of lesson planning for language lessons. (See Resources at the end of this overview.) The workshop can be tailored for instructors of all levels of adult ESL learners and includes a section on working with multilevel classes.

We recommend that this workshop be held in two sessions, so we have divided the workshop into Part 1 and Part 2. Each session takes approximately 4 hours. Ideally, the second part of the workshop should take place 23 weeks (and no later than 4 weeks) after the first part so partici-pants have the opportunity to write a language learning lesson plan and implement it in their own classroom between sessions. However, both parts may also be done in the same day, making the total training time 8 hours, excluding time for breaks and lunch.

If the workshop is done in 1 day (8 hours) with inexperienced teachers, it is best to do the train-ing as it is written because one presentation/activity leads naturally to the next. However, if the workshop is done in two 4-hour sessions, as recommended above, the second session should be modified to allow participants time to discuss the lesson plans that they developed and delivered in their classrooms between the two sessions. Also, if the workshop is attended by experienced teachers, please note the comments in the Trainer Guide for doing the workshop with experi-enced teachers. The trainer can use the knowledge that experienced teachers bring to the work-shop and build on their classroom experience.

Target audience for this workshop: New and experienced teachers, tutors, and classroom aides

Goal of the workshop: To develop skills in planning effective lessons based on promising practices

Make transparencies or PowerPoint slides as indicated in the Trainer Guide. 4

Prepare matching strips for Practice 1, Section A on p. 47 of the Trainer Notes. 4

Make a copy of the participant handouts for each participant. 4

Copy the information-gap activity for participants. Use one color for Part A and 4another color for Part B.

Materials needed for this workshop:

Effective Lesson Planning: Trainer Guide 4

Effective Lesson Planning Part 1: Trainer Notes 4

Effective Lesson Planning Part 1: Participant Handouts 4

Note: If both parts of the workshop are being conducted on the same day, do not distribute the handouts for Part 2 until the beginning of the second session.Note: In the Trainer Guide, materials to be found in the Trainer Notes are indicated by TN, followed by the page number; materials to be found in the Participant Handouts are indicated by PH, followed by the page number.

Preparation for Part 2To do before the workshop:

Review Effective Lesson Planning Background Information, Part 2. 4

Make transparencies or PowerPoint slides as indicated in the Trainer Guide. 4

National Center for Family Literacy & Center for Applied Linguistics. (2004). Practitioner toolkit: Working with adult English language learners. Louisville, KY & Washington, DC: Author. Available from www.cal.org/caela/tools/instructional/prac_toolkit.html

3. Group participants.Conduct an activity that creates heterogeneous groups of four to five participants. Here are two examples:

Line Up: Have participants line up in order of experience. Break the line at the midpoint and have participants stand face to face. Have them discuss one of the following questions in a pair and then have two face-to-face pairs form a group of four. The following questions can be used to help participants begin to think about multilevel classes:

1. What are your experiences with being a teacher and a student in a multilevel class?

2. What are the challenges of a multilevel class?

3. What are the opportunities and benefits of a multilevel class?

State each question and have the pair discuss the first question; then after a few minutes, have two pairs discuss the question together. At the end of the two-pair discussion, have the first pair in the line go to the end and start the discussion process with the second question. Continue the process through questions two and three.

Or when greeting participants at the beginning of the workshop, ask each about their teaching experience and place them in heterogeneous groups.

Note: If you do a Line Up activity, name it Line Up for the participants, as this activity name will be used in Part 2 of the workshop.

4. Establish the many ways there are to plan a lesson. Set up traveler/lesson planning analogy. Tell participants the following: Just as there are many ways to plan a lesson, so are there many ways to plan a trip. There are basically three kinds of travelers:

Traveler A packs a suitcase filled with everything she needs. She has reservations for every place she will stay and has planned everything she is going to do.

Traveler B makes a hotel reservation for the first night and packs an overnight bag. He has a few places to see, but might change his mind once he gets there.

Traveler C has decided to leave today. She has packed a toothbrush and some pajamas, but will buy the rest of the things once she is there. She has no reservations or plans, but will decide what to do and where to stay once she gets there.

Round Robin: In their groups, have participants briefly introduce themselves by name, agency, and position, and have each take a number 14 (or 5).

Explain that each person will have 15 seconds to say the kind of traveler he/she is and why. Stress that teammates will not comment during this part of the activity, but that after all teammates have spoken, there will be a 2-minute discussion period for the teammates to discuss the points that came up.

Direct #1 in each group to begin, and set the first 15-second time limit. Call time and direct #2 to speak.

Continue until all participants have spoken, and then set the 2-minute time limit for the discussion.

Summarize the activity and link it to lesson planning.

Note: Name this activity Round Robin for the participants, as this activity name will be used in Part 2 of the workshop.

If the group of participants is small and they know each other well already, they can write the kind of traveler they are as part of their reflection.

6. Allow for individual reflection on lesson planning.

Introduce the Reflection worksheet as an opportunity for participants to consider the ways that they plan lessons. Let participants know that throughout the workshop they will have opportunities to reflect on their own practices and relate them to the material being presented.

Have participants individually write the answer to the first question on the Reflection worksheet.

To present the essential elements of an effective language learning lesson plan 4

To identify meaningful lesson objectives 4

To identify enabling skills that support a lesson 4

To identify the stages of a lesson and activities for each stage 4

Time: 1 hour and 40 minutes

Actions Materials

1. Read background information. (15 minutes)

If you are working with experienced teachers, begin with a whole-group discussion about what is meant by the term multilevel. You may ask them to draw upon statements they made in their pair or group of four during the Line-Up activity and their own experiences with teaching and learning in a multilevel class.

Have participants turn to the reading, Planning Lessons to Meet Students Needs, and preview it (i.e., look at reading subtitles and questions).

Write this question on the transparency or board: Which section of the reading holds the greatest interest for you and why? Ask participants to work with a partner to discuss this question. Elicit responses from two or three participants.

Point out the questions after each section of the reading. Direct participants to read the background information and highlight or underline the answers to the questions within the text. Tell participants they will have 10 minutes to read the piece. If they finish early, they can answer the follow-up questions on PH, p. 71. After 10 minutes, check to see where participants are and, if necessary, give them up to 5 more minutes to complete the reading and answer the questions.

Note: The follow-up questions on PH, p. 71, are designed for more experienced teachers. It is assumed that experienced teachers will read or skim the background information more quickly and will have time to answer the questions on PH, p. 71. The in-text questions are comprehension questions and can be used with inexperienced teachers to make sure they understand what they have read. These questions will probably be too basic for experienced teachers, so they should concentrate on the follow-up questions at the end of the reading.

If participants are all new teachers, you many not wish to assign the follow-up questions on PH, p. 71. Or you may have them discuss the questions, with you leading the discussion. If participants are all experienced teachers, you may want to encourage them to read the passage more quickly and spend more time on the questions on PH, p. 71.

2. Discuss background information. (15 minutes)

Have participants select a facilitator in their groups to guide them in checking their answers to the questions after each sec-tion and in choosing one question from PH, p. 71, to discuss.

Have one participant from each group share the groups responses to the section questions and to the question on PH, p. 71, that the group selected. Whether working with new or experienced teachers, or a combination, when reporting out the reading, it is important to briefly answer the in-text questions to ensure that all participants have the same basic knowledge.

You may want to take the time to discuss the Comparative Lesson Planning Model Chart on PH, p. 81, if participants are accustomed to using one of the models on the chart instead of the WIPPEA model (Warm-Up, Introduction, Presentation, Prac-tice, Evaluation, Application) upon which this workshop is based. The chart indicates the similarities among different models and notes that all the models begin with an assessment of learner needs and/or goals and move through similar stages.

Direct participants attention to the objectives section of the background information and reiterate that the objectives are stated at the beginning of the lesson plan. They indicate what learners will be able to do at the end of the lesson. These objec-tives function as the starting point for lesson planning, the reference point to which teacher and learners will return through-out the lesson, and the means for evaluating what has been accomplished.

Refer participants to the handout on Identifying Meaningful ESL Lesson Objectives. Present or have them read the information on objectives, noting the four elements that will be worked with in the practice activity: context, communicative task, language skill proficiencies, and evaluation.

Once participants have read the information and you have answered any questions that have arisen, assign participants to work in their same groups to circle the elements they find in each proposed objective.

Note: In a group of all experienced teachers, participants could answer individually and then check their answers with their group members.

Walk around the room to make sure participants are on task and to answer any questions.

At the end of the allotted time, ask for any areas of disagreement and lead a discussion on those or any other relevant areas of interest.

Lead a brief discussion of enabling skills (skills such as vocabu-lary, grammar, and pronunciation that support the students ability to accomplish the lesson objectives). Ask participants to recall the definition given to enabling skills in the background reading. Ask participants to look again at the objectives on the Identifying Meaningful Lesson Plan Objectives handout that had all four elements (choose one or two as examples) and ask: Do these objectives assume certain knowledge and skills in order to accomplish them?

Discuss which enabling skills might be relevant for each objec-tive. Point out that unless the enabling skills have been covered before the current lesson or have already been acquired by stu-dents (as indicated by assessment), the skills must be incorpo-rated in the lesson so that students have all the tools that they will need to accomplish the lessons objectives.

Give each pair two envelopes. (To save time, pass envelopes out at the beginning of the workshop or while participants are reading the background information.) One envelope has strips of paper with the names of the stages of a lesson. The other envelope has corresponding definitions. Instruct partners to work together to match the stages with their definitions.

Note: Name this activity Matching Strips for the participants, as this activity name will be used in Part 2 of the workshop.

When pairs finish, they can look back at the background reading to check their answers.

Note: The time needed for this activity will vary depending on the experience of the participants.

Identify Stages of a Lesson: Matching Strips (TN, p. 47)

6. Reflect on what has been learned. (5 minutes)

Have participants turn to the Reflection worksheet on PH, p. 67, of the Participant Handouts and write their answer to Question #2 for this section of the workshop (Presentation). Elicit responses to the question from one or two volunteers.

Information Gap: Tell participants that they will be doing an Information Gap activity that will introduce or review possible activities they can use in different stages of lessons.

Ask participants to turn to PH, p. 75, in their handouts. Put the transparency or PowerPoint slide of the same page on the overhead projector. Note the column headings across the top and down the side. Explain that other skills can and should be integrated into each lesson (especially in the warm-up and guided-practice stages), but that the language skill profi-ciency focus of the presentation should be carried through the practice and evaluation/application stages, so we test what we teach. For example, if our lesson is on oral language skills, we need to evaluate students oral skills through a role play or other oral activity, not through a written activity.

Using the sample activity in the evaluation/application stage, describe how this activity type (role play) could be an evalua-tion, an application, or an application that could also be used as an evaluation.

Have participants read the bulleted directions silently. Ask for a volunteer to ask you for the missing information. Ask partici-pants to form pairs. Distribute one A page and one B page to each pair, or distribute A pages to half the room and B pages to the other half and have everyone find a partner.

Note: Color code the pages if possible, and tell participants that color coding helps the teacher make sure that everyone has the correct paper. If the trainer does not color code, ask all As to raise their hands and check that there is one A per pair. Repeat with Bs.

Review the directions for the Information Gap activity and have one pair demonstrate the activity for the group.

Advise participants who are not familiar with the sample activi-ties listed on their charts to read the descriptions in the charts as they work together. Each activity is defined in its descrip-tion. If the trainer is unfamiliar with some of the terms, check the answer sheet in the Trainer Notes. Set a time limit (about 10 minutes) and direct participants to begin.

Note: Name this activity Information Gap for the participants, as this activity name will be used in Part 2 of the workshop.

2. Practice 2: Identify the components of a lesson plan. (20 minutes)

Put the objective of the Model Lesson Plan for a beginning high class about health on the overhead or the board and ask participants to answer the following questions:

What relevance does this lesson have to students lives?

Which enabling skills are necessary to accomplish the objective?

Tell participants to read the lesson and answer the following questions in their groups:

1. What types of grouping strategies are used during the lesson?

2. How do the activities help students achieve the lesson objectives?

3. What other types of activities might you use and in which stage?

4. What do you think the objective(s) of the next lesson will be?

Conduct the report back to the whole group. Have each small-group reporter respond to one of the discussion questions. Make a list of the objective(s) for the next lesson so that par-ticipants can see the variety of possibilities.

Note: Tell participants there is a blank template for their use on PH, p. 78.

Transparency or PowerPoint slide: Model Lesson Plan (TN, p. 52)

Identify the Components of a Lesson Plan (TN, p. 53)

Model Lesson Plan (PH, p. 76)

Model Lesson Plan Questions: Answer Key (TN, p. 54 ; PH, p. 77)

3. Reflect on what has been learned.

Have participants turn to the Reflection worksheet on PH, p. 67, of the Participant Handouts and write their answer to Question #2 again, but now for this portion of the workshop. Elicit responses from one or two volunteers.

To identify which textbook activities could be selected for which stages and how they 4might be modified (if necessary)

To identify other activities that could be used 4

Time: 40 minutes

Actions Materials

Fill in Lesson Planning Template with textbook activities.

Put a blank Lesson Planning Template on the overhead and point out the various areas participants will be completing on the form (e.g., enabling skills, materials and equipment). Explain that the topic, lesson objective, and language skill proficiency focus will already be filled in for them in the activity, but that when they plan their own lessons, these elements are critical.

As a whole group, decide whether there is an effective warm-up/review activity in the textbook. If the group decides that there is one, write it on the transparency or PowerPoint slide of the lesson plan. If the group decides that there is no activity for that stage, brainstorm to elicit activity ideas.

Note: Point out that there are many possibilities for activities because different activities/exercises can be used at different stages, depending on the lesson objective. Also, the activities can be altered to match the needs of the students.

Have participants return to their small groups. Tell them they will have 10 minutes to work together to complete the lesson plan based on the textbook pages. Remind participants that they may have to modify existing activities or supply new ones to improve the lesson flow and meet the lesson objective.

Set the 10-minute time limit and have participants continue to work in their groups. Have each group member take on a new role (facilitator, timekeeper, recorder, and reporter).

Evaluate participants grasp of the information as you circulate among the groups. Note any areas of misunderstanding and clarify after participants have completed the activity.

Have each group report on the group activity. Make sure each stage of the lesson plan is discussed.

Note: If you have a group of experienced teachers, this exer-cise may be too basic for them. Instead of having them do this application, refer back to the lesson objectives that the groups wrote at the end of the practice activity (lesson objectives for the lesson after this one). Have each group choose a lesson objec-tive and fill out the lesson planning form, developing their lesson for one of the objectives stated. The lesson planning form can be put on an overhead transparency or PowerPoint slide and each group given a marker to write their lesson. Then groups can present their lessons to each other and learn from each others knowledge and experience.

To have participants reflect on and evaluate what was learned in Part 1 of the workshop 4

To make an action plan for further lesson planning 4

Time: 10 minutes

Actions Materials

Note: If Part 1 and Part 2 of this workshop are given on the same day, please disregard the application activities and the evaluation discussed below.

1. Reflect on what has been learned.

Have participants turn to the Reflection worksheet on PH, p. 67, of the Participant Handouts and add any new reflections to Question #2.

Elicit the reflections of a few volunteer participants on what they have learned so far and how they will apply what they have learned to their teaching. This can be done as a pair activity if both Part 1 and Part 2 of the workshop are being given in the same day.

Note: This activity also acts as a summary of the workshop, because participants are sharing what they have learned.

2. Summarize what has been learned.

Put Workshop, Part I: Goal, Objectives, and Agenda on a transparency or a PowerPoint slide and summarize what participants have learned. Review the objectives.

Note: Do this only if this is the first day of a 2-day workshop and participants have the opportunity to teach in between sessions.

Tell participants how important it is for them to put into practice what they have learned and that application activities will help participants retain the information they have worked on in this session.

Ask participants to do at least one of the application activities listed on the handout. The more activities they do, the more they will learn. Point out that discussing what they have done with a colleague in their program or with someone they have met at this workshop will assist them in the learning process.

Review the application activities. Tell participants you will ask them to report back on their activities when they return for the next session.

Assign participants to analyze their own textbook and fill in a les-son plan form. Here is what you might say:

Analyze your text for activity types. Fill out a lesson plan form with activity/page numbers that match the stages of a lesson. Brainstorm activities to fill in the gaps. Teach the lesson. You will be asked to report back on your experience by answer-ing two questions: What went well? What would you change? Answer the questions for both the planning and the teaching of the lesson.

Suggest another applicationobserving a colleagues lesson. For example, say the following:

Another way to solidify the learning from this workshop is to observe a colleagues lesson. While you observe, fill in a les-son plan form, noting the stages of the lesson and the activi-ties. If you have the opportunity to talk with your colleague after the lesson, ask her/him to answer the reflection ques-tions: What went well? What would you change?

Have participants fill out the Action Plan (to be done only if Part 1 and Part 2 of the workshop are conducted on different days). Have participants select something from their Reflection work-sheets that they will do in their current or future class. Have participants also write down the application activities they will participate in.

Application Activities (TN, p. 59; PH, p. 82)

Lesson Plan Template (TN, p. 60; PH, p. 83)

Lesson Reflection (TN, p. 61; PH, p. 84)

Class Observation (TN, p. 62; PH, p. 85)

Action Plan (TN, p. 63; PH, p. 86)

4. Evaluation. Have participants fill in the workshop evaluation form. (If the workshop is done in one 8-hour day, then participants would not fill out an evaluation at this point.)

To review elements of lesson planning (if this is a two-part training) 4

Time: 30 minutes

Actions Materials

Note: To save time, put participant handouts at the participants places before the workshop begins.1. Reintroduce presenters (2 minutes)

If Part 2 is on a separate day, presenters reintroduce themselves (affiliations, experience in teaching adult ESL, etc.) and the workshop (if this is a two-part workshop).If Part 2 is given on the same day, move to Step 2.

2. Review the goal, objectives, and agenda (3 minutes)Post the agenda for the session, then review the goal, objectives, and agenda with participants. Summarize what was done in Part 1 of the workshop (introduced steps in planning lessons) and how it relates to Part 2 (continue to develop those skills).

Goals, Objectives, and Agenda (TN, p. 89; PH, p. 119)

3. Review concepts of lesson planning (12 minutes) Distribute the YES/NO bingo sheet Have participants read through the questions, think about their

answers, and write a question of their own in the last square. Tell participants that they will be circulating around the room to

ask and answer the questions with their colleagues. Review the directions on the activity sheet.

Set a time limit for the activity of 8 minutes and tell participants to start.

After the activity is over, ask participants to report back by rais-ing their hands if they found someone who did the activity men-tioned. Ask about each square of bingo.

YES/NO Bingo Sheet (TN, p. 90)

Note: Use the between sessions version if Part 2 is given on a different day than Part 1. Use the find someone who version if Parts 1 and 2 of the workshop are given on the same day.

Ask participants to reflect on the activity and ask at which stages of the lesson they might use an activity like this and with what kind of content.

If using the between session version, ask participants to share one or two positive outcomes they experienced from doing the application activities.

4. Allow for individual reflection on lesson planning (3 minutes)

Reintroduce the Lesson Planning Reflection sheet as an opportunity for participants to consider what language lesson planning behaviors they utilize. Let participants know that throughout the workshop, they will have opportunities to reflect on their own practices and relate them to the material being presented.

Have participants individually fill out the first question on the Lesson Planning Reflection sheet.

Note: If the second part of the workshop is given as a separate session and participants did the application activities in their own classrooms between Parts 1 and 2 of the workshop, then the trainer needs to build time into Part 2 of the workshop to have participants share what they did in their classrooms. This might be done during the Application section at the end of Part 2. Instead of using the template to develop a lesson, participants can share what they did between the two workshops. They might also share what worked well and what they would do differently if they were to teach the same lesson. If participants have written their lessons on overhead transparencies or PowerPoint slides, then they can use those as a focus to go over their lessons. This sharing can be done in small groups or a whole group, depending on how many participants are in the workshop. What is important is that all participants are given time to share what they did in their classrooms and get feedback from others.

They can also share their lessons during the first part of the workshop and analyze their own lesson as they do the activities in the second part of the workshop. For example, participants can analyze their own lesson for how it addresses the needs of different levels of language learners after they read the selection on planning for multilevel classes.

2. Participants answer the questions related to their portion of the reading.

3. Participants have 5 minutes to read their portions of the background information and answer the questions. (They can do this by underlining or highlighting appropriate por-tions of the reading.) Tell participants that they should read for main ideas only. At a later time, they can reread the read-ing for details.

4. When the 5 minutes are up, group members can share what they have read and the answer to their question. (The ques-tion about the Basics of Lesson Planning can be discussed by all at the beginning of the discussion.) Once everyone has shared, participants should turn to the follow-up questions on page 124 and select one to discuss as a group.

Check comprehension of the instructions and assign the 5-minute time limit for reading. Monitor the amount of time needed. At 4 minutes, ask how much more time is needed.

Assign the discussion portion, giving 10 minutes for the discus-sion. Monitor the amount of time needed. At 9 minutes, ask how much more time is needed and give up to 5 more minutes.

When the discussion time is complete, elicit questions about the background information and ask reporters to share the answers to the focus questions.

Note: The follow-up questions on page 129 are, in general, designed for more experienced teachers. If your participants are all experienced teachers, you may want to encourage them to read the background information more quickly and spend more time on the follow-up questions on page 129. If participants in the workshop are all new teachers, you may decide not to assign the questions on page 129. If you do wish to discuss them, you should lead the discussion for the whole group.

After the Jigsaw Reading discussion, the trainer needs to help participants focus on activities in lessons that lend themselves to being restructured for multilevel learners; that is, what activities in a lesson can be made multilevel, and what activities are better taught at one level to the group as a whole? If the participants are experienced teachers, solicit ideas from them. Either make a list of activities that can be modified or categorize them: 1. Activities for Receptive Skills; 2. Activities for Productive Skills; and 3. Project Work Activities.

Some activities that may be suitable for multilevel learners are the following:

1. Guided practice tasks for grammar: These can be adjusted to focus on different levels of grammatical knowledgestudents can choose correct forms from two to five choices (fewer choices for those just learning the skill); fill in the blank (choices or letters can be given as clues); answering questions (partial answers may be given to make an activity easier). These kinds of tasks can also be used with vocabulary.

2. Readings: Students can read different passages on the same topic and then share what they have learned (this activity can also be scaffolded with a chart that students fill in with informa-tion from the different readings); students can read the same passage but have different comprehension questions; and students can read less or more of a reading (lower-level students can read the introductory paragraph while more advanced stu-dents can read the entire piece).

3. Peer editing: Ask students to read each others writing and com-ment on the ideas and their clarity. A feedback sheet can be designed for this. It may not be wise to have lower-level students comment on grammar and punctuation as they may make a sentence worse rather than better. However, they can identify sentences and words that are not clear and give suggestions for making them clearer.

4. Projects: Assign students pieces of project work that are appro-priate to their level. Students can be given Web sites to visit that are appropriate to their level of reading; students can write portions of the final product that are appropriate to their writing skills; students can interview people in pairs so that they have two sets of ears to listen to responses.

These are some ideas of ways that teachers can make parts of a lesson multilevel. Participants in the workshop will have other ideas from their own teaching experience.

2. Reflect on what you have learned

Have participants turn to Effective Lesson PlanningReflection on page 120 of the Participant Handouts and answer question number 2 for this section of the workshopPresentation. Elicit responses from one or two volunteers.

Set a time limit and have participants pair up and write four or five comprehension check questions in the space provided.

When they are finished, have participants check their answers with another pair or lead the check with the whole group.

If this is the second part of the workshop after a break and participants shared their lessons earlier in this session, they can now analyze their own lessons to see where they did, and possibly need to do, comprehension checks. (Allot more time for this.)

4. Giving Directions (15 minutes)

Have participants read the background information about writing directions on the Directions worksheet.

Do a comprehension check of the material read by asking questions, such as

1. What are some characteristics of good directions?

2. Why should directions be given orally and in writing?

3. Why should activities be modeled/demonstrated after directions have been given?

Review the directions for the activity.

Set a time limit and have participants pair up and write directions in the space provided.

When they are finished, have participants share their direc-tions with another pair.

If this is the second part of the workshop after a break and participants have their own lessons, they can analyze or write directions for their own lesson. (Allot more time for this.)

Giving Directions (TN, p. 107; PH, p. 134)

5. Sequencing/pacing/timing (25 minutes)

A. Sequencing

1. Review the directions on the Sequencing worksheet.

2. Set a time limit and have participants work individually to match the activities to the stage of the lesson.

1. Review the directions on the Pacing and Timing work-sheet with the participants.

2. Have participants form pairs.

3. Have them look at the Beginning Low lesson on page 137. Note that the content is similar to the lesson content in Sequencing, so participants will be familiar with it.

4. Set a time limit for them to fill in the times for the lesson.

5. Have participants compare answers with another pair and discuss their reasoning for the timing.

6. Circulate during the discussion and summarize the activity with some of the reasons that you hear.

7. If this is the second part of the workshop with a break in between and participants have their own lessons, they can now analyze their lessons for sequencing/pacing/timing. (Allot more time for this.)

Pacing and Timing (TN, p. 109; PH, p. 136)

Model Lesson Plan: Beginning Low (TN, p. 110; PH, p. 137)

6. Identify teacher talk and learner talk (20 minutes)

Review the directions on the Identify Teacher Talk and Learner Talk worksheet with the participants.

Have participants look back at the lesson they worked with in Pacing and Timing. Have them note when talking is going on versus quiet time.

Set a time limit and have participants individually identify the amount of teacher talk and learner talk in the lesson (this should not include the quiet times) and draw a pie chart to represent it in the circle on the bottom page.

Have participants form a small group and share their pie chart. Have them consider the following questions in their groups:

1. Compare the amount of teacher talk/leaner talk in the pie chart with that of a typical lesson you teach.

2. How will you change the teacher talk/leaner talk ratio in your classes?

If this is the second part of this workshop after a break and participants have their own lessons, they can analyze the amount of teacher talk and learner talk in their own les-sons. (Allot more time for this.)

To write a lesson plan by filling in a lesson plan template with the activities and other 4elements learned in this workshop

Time: 50 minutes

Time Actions Materials

30 min

15 min

5 min

1. Review the directions on the Application worksheet with the participants.

2. Tell participants that they will have 25 minutes to work together to complete steps 15. Ask them to watch their time so that they try to get through all the lesson stages. Check in with them at 20 minutes as to where they are. Ask them to finish up (its OK if they havent completed the lesson) and move to the comprehension check and direc-tions (step 5) if they have not done so already. You can allow them an extra 5 minutes for a total of 30 minutes on this activity.

3. Evaluate participants grasp of the information as you circulate among the groups. Offer guidance to pairs as they complete their task. Note any areas of misunderstanding and clarify after participants have completed the activity, if necessary.

4. Ask participants to form small groups with another pair. Set a time limit of 8 minutes and ask them to share their lesson plan (step 6). Tell them to request suggestions from their group on how to improve their plan.

5. Summarize the activity and relate it to their future lesson planning, and answer any questions or issues that may have come up.

Note: If participants have taken this workshop in two parts with time in between to apply lesson planning in their classrooms, this would be a good place to have them share what they have done and what they learned, instead of using the above application activity. Suggestions for doing this are given at the beginning of Part 2 of this workshop, at the end of the Warm-Up/Introduction section of the Trainer Guide.

To have participants reflect on and evaluate what was learned in Effective Lesson 4Planning, Part 2

To make an action plan for further lesson planning 4

Time: 10 minutes

Actions Materials

1. Reflection

Have participants answer question 2 on their Reflection sheet about their application activity or anything else they would like to add.

Elicit the reflections of a few volunteer participants on what they have learned and what they are going to take back to their classroom (if they are teaching now) or to their teaching in the future (if they are not teaching now).

Note: This activity also acts as a summary of the workshop, because participants are sharing what they have learned.

Reflection (TN, p. 92; PH, p. 120)

2. Summary

Review the workshop objectives and summarize what participants have learned.

Note: Include objectives from both Parts 1 and 2 if they were given in the same day.

Goals, Objectives, and Agenda (TN, p. 89; PH, p. 119)

3. Application activities

If this is an 8-hour workshop that includes both Parts 1 and 2 on the same day, do all of the steps in the Action Plan. If Parts 1 and 2 have taken place on separate days, SKIP TO STEP 3 on the Action Plan.

Tell participants how important it is for them as well as their students to put into practice what they have learned. Let them know that application activities will help them retain the information they have worked on in this session.

Review the application activities (after-workshop). Ask par-ticipants to select at least one of the application activities to try in their programs after the workshop. Direct them to the handouts that can help them carry out these activities.

Planning Lessons to Meet Students NeedsLesson plans help teachers provide an effective learning experience for their students. These plans ensure that students time in class results in learning that will help them achieve their goals. Lesson planning also enhances the teaching experience by helping teachers save time, avoid frus-tration, and analyze and improve their lessons.

There are many ways to plan an effective lessonthe important thing is to make a plan. Writing out a script, completing a chart of lesson stages, matching lesson steps with textbook pages, or visualizing lesson activities are all examples of lesson planning strategies that successful teachers use.

Effective lessons emerge from specific learning objectives and contain a unified set of learning activities. Learning objectives for adult English language learners are based on the needs of the students as well as existing state standards and program curricula. Needs assessments help teach-ers determine the communication needs of their students, i.e., the situations in which students need to understand, speak, read, and write English. For beginning-level students, a simple needs assessment can be accomplished by showing learners pictures of various situations, like the doc-tors office or a job site, and asking them to number the pictures in order of their need to be able to understand, speak, read, or write English. Intermediate and advanced students can be given a questionnaire asking them to identify the situations in which they need to use English.

In addition to students needs, teachers have to consider other information about the students, such as English language proficiency level, educational background, and language of origin. This information can be gleaned from students registration materials or from informal discussion.

According to the reading, what is the value of lesson planning? 4Key Points: Lesson plans help teachers provide an effective learning experience for their students. These plans ensure students that their time in class will result in learning that will help them achieve their goals. Lesson planning also enhances the teaching experience by helping teachers save time, avoid frustration, and analyze and improve their lessons.

How does knowing about students language needs and background help teachers plan 4effective lessons? Key Point: It helps teachers determine the communication needs of their students, which become the lesson objectives.

Five Components of Effective LessonsOnce teachers know students language needs and something about their backgrounds, teachers can begin to plan lessons. There are many teaching styles and many ways to plan lessons. (See the chart on PH, p. 81.) However, the following five components can be found in most effective lesson plans:

Topic. 4 Communicative or real-life contexts or topics can be gleaned from student needs assessments. If in a needs assessment, beginning-level students select a visual that depicts a doctor talking to a patient, the teacher could choose Communicating with health personnel as the topic for a group of lessons.

Lesson objective. 4 An objective is the goal for a lesson or group of lessons. A well-written objective tells what students will be able to do, rather than what students will know, by the end of the lesson. Learning objectives should relate to the topics chosen by the students during the needs assessment. If the topic of the lesson is Communicating with health personnel, one appropriate beginning-level lesson objective might be, By the end of this lesson, students will be able to describe symptoms to medical personnel.

Enabling skills. 4 These are the skills, such as vocabulary, grammar, and pronunciation, that support the students ability to accomplish the lesson objective. For the topic Com-municating with health personnel, the vocabulary might be headache, fever, cough, etc. The grammar could be the simple present tense of the verb to have, and the pronunciation work might focus on the ch sound in ache.

Sequence of stages. 4 Research has shown that including a series of stages in lessons will help students achieve the lesson objective. Most lessons include warm-up/review, introduction, presentation, practice, evaluation, and application stages. A comprehen-sion check is always included in the presentation stage of the lesson and may occur at other stages as well. (See the chart below for a description of terms.) As teachers plan lessons, they can select activities for each stage that will move the students toward accomplishing the lesson objective. For example, with the health objective Describe medical symptoms, a teacher might demonstrate a dialogue between a patient and a nurse for the presentation stage, have students work with the dialogue (substituting various symptoms) as part of the practice stage, and then do a role play activity (work-ing without the dialogue in front of them) for the evaluation and application stages of the lesson.

Materials, equipment, and technology. 4 Anything needed to execute the lesson should be identified and secured well before class time to ensure that activities can be carried out as planned. This may include realia (real-life materials, such as an appointment card and a medical history form), visual aids, teacher-made handouts, textbooks, flipchart and markers, overhead projector, CD players, and computers.

While planning a lesson utilizing these five components, a teacher should also consider other things such as the length of the lesson, the sequencing of the activities, and the amount of time that should be spent on each stage or activity. Other considerations include whether the class is a single-level or multilevel class and whether it is an open entry/exit class (where students can enter and leave at any time during the semester, or whether students are required to attend class on a regular basis [managed enrollment]).

What are the five components found in most lesson plans? Describe each. 4Key Points: See arrows on p. 39.

Experience Makes a DifferenceThe lesson plan is an aid for both new and seasoned teachers. New teachers often find that it is helpful to write down the details of each activityperhaps even script each activity. Eventually classroom experience determines how detailed a lesson plan needs to be. Experience also helps teachers decide which types of lesson plan formats work best for them and their students.

The more lesson planning a teacher does, the more efficient the process becomes. Reviewing and evaluating lessons at the end of each class period helps teachers improve their instruction and recycle successful elements from those lessons into future lessons.

How does experience with lesson planning affect the planning process? 4Key Point: The more lesson planning a teacher does, the more efficient the process becomes.

A lesson plan acts as a road map for a class session. It identifies the destination (objective of the lesson) and marks out the route (activities for each stage of the lesson). Sharing this road map with the learners (e.g., by writing the objective and listing lesson activities on the board) keeps both the teacher and the learner focused not only on where they are going, but also how they are going to get there. Perhaps most important, it also helps them know when they have arrived.

Follow-up questions:

Answers vary.

What are some of the challenges of planning a lesson? 4

What things are helpful to know about students before planning lessons? 4

If any one of the five components of an effective lesson plan were missing, how do you 4think the lesson would be affected? Why?

What are advantages and disadvantages of recycling material and activities? 4

Center for Adult English Language Acquisition. (2005). Practitioner toolkit: Working with adult English language learners. Washington, DC: CAELA. Available from http://www.cal.org/caela/tools/instructional/prac_toolkit.html

Identifying Meaningful ESL Lesson ObjectivesThe lesson objective states what students will be able to do by the close of a lesson. For lesson objectives to have relevance to adult learners lives, instructors need to think in terms of real-life demonstrable outcomesbehaviors and skills that students will be able to do in the real world upon completion of the lesson.

A meaningful objective for an adult ESL class identifies the context in which a specific com-municative task will be accomplished. It generally focuses on the one or two target language-skill proficiencies (listening, speaking, reading, and writing) that are needed to complete the com-munication task. The achievement of the meaningful ESL objective is evaluated in the same language-skill proficiency in which it was taught. For example, in the objective Students will describe symptoms to a health professional, the focus would be on speaking-skill development, and the evaluation would ask students to demonstrate their ability to perform the speaking objective in a role play with students or the teacher. An awareness of an objectives language-skill focus is critical to lesson planning in two ways: (1) it dictates which enabling skills need to be reviewed or presented (e.g., pronunciation points, reading skills, writing skills), and (2) it helps determine the nature of the evaluation activity. The evaluation of the objective is not always a pen-and-paper test. For speaking and listening objectives, it is appropriate to use a performance-based assess-ment (e.g., role plays).

A meaningful objective also contains information about how a teacher is going to determine whether or not the students have met the objective (a method of evaluation). A handy template for writing a lesson objective is:

The student will be able to ___________________________ in order to ________________________________ as evidenced by ___________________________.

For example, The student will be able to describe common health problems in order to talk to a medical practitioner as evidenced by his/her use of language in role plays completed in class.

1. With a small group, determine which of the elements of a meaningful ESL lesson objective are present in the list below.

2. Mark each proposed objective as follows:

If the objective features a context, write 4 C in the blank.

If the objective focuses on one or two language skill proficiencies, write 4 P in the blank.

If the objective features a communicative task or purpose, write 4 CT in the blank.

If the objective can be evaluated, write 4 E in the blank.

3. Once you have finished identifying the elements, make a check () next to the meaningful objectives.

Objective____ 1. The student will be able to contrast the simple present and past tenses of the verb BE.

____ 2. The student will be able to write eight new words.

____ 3. The student will be able to read a food label in order to understand the ingredients as evidenced by making a grocery list of healthy food choices.

____ 4. The student will be able to orally describe the events in a crime in order to report a crime to the police as evidenced by a role play.

____ 5. The student will be able to study the housing vocabulary on page__ of the textbook.

____ 6. The student will be able to read a narrative paragraph about Cinco de Mayo and answer comprehension questions.

____ 7. The student will be able to write a short paragraph.

____ 8. The student will be able to ask and answer questions.

____ 9. The student will be able to take and leave simple phone messages at home as evidenced by writing a message upon hearing a taped telephone message.

____ 10. The student will be able to listen to a taped job interview in order to know the types of questions asked as evidenced by checking on a list of those questions that were asked.

Choose one of the objectives above that you feel is not as good as it could be and rewrite it below to include a context, language skill proficiency(ies), a communicative task/purpose, and a method of evaluation.

Identifying Stages of a LessonMatching StripsNote. Make enough copies of the following table for each pair of participants to have a copy. Cut the table in two on the vertical line and put the resulting strips in two envelopesstages in one and definitions in the other.

Stages Definitions

Warm-Up/Review Activities at this stage make use of students prior knowledge to preview or review material related to the lesson.

IntroductionThe instructor establishes the purpose of the lesson by focusing students attention on it (for example, by asking questions or using visuals).

Presentation New language and concepts are taught, and comprehension of the new information is checked.

Guided Practice This stage provides highly structured activities that help students work with the new language.

Communicative PracticeActivities at this stage allow students to integrate the new language with their previously acquired language, usually in an interactive setting.

Evaluation The teacher and students assess students achievement of the lesson objective.

Application Tasks at this stage reflect real-life applications of the lesson objective.

Activity PlanWarm-Up/Review: Whole-class discussion on picture that shows patient talking to a doctor. Play a quick game of yes/no questions (about the picture) using previously acquired language (e.g., Is the patient under the table?).

Introduction: Put up (or draw) a silhouette of a man. Name him, give him a backstory (with students suggestions), and then tell the class that hes going to the doctor because he has a pain in his foot. (Have class suggest how he got the pain.) Tell the class the objective of the lesson.

Presentation Guided Practice Communicative Practice Evaluation

Present (and elicit) a dialogue between the man and his doctor that includes the symptom (pain in foot), possible reason for the symptom (dancing all night), and suggested course of action (rest your feet.) Act out the dialogue and use visuals to support the lan-guage. Guide students through the dialogue.

Comprehension check: Ask students Y/N, OR, and WH- questions for approx-imately 5 min. regarding the content of the dialogue and vocabulary usage.

1. Group students for roundtable label of parts of the body on a handout.

2. Have students use labels as substitution for pair practice of dialogue.

Have pairs develop role plays based on the dialogue.

1. Have pairs perform their role plays for the class. Students listen and write down symptoms they hear.

2. Give students time to reflect on/talk about language and skills theyve learned.

Application: Guide whole-class discussion of where you go/what you do when you have various symptoms. Prompts: When do you call the doctor? When do you stay home from work? When do you go to the emergency room? When do you call 911?

The activities help students learn a dialogue, a version of which they could use when they visit the doctor. Once they have the opportunity to role play the dialogue, they are one step away from actually using the dialogue with their own doctor or other medical personnel.

The activities are sequenced to first give students practice using the dialogue (its vocabulary and grammar and how its words should be pronounced and stressed). Then the communicative practice, evaluation, and application activities give students the opportunity to vary and personalize the dia-logue according to different situations.

B. Check true (T) or false (F) or no information (NI). Listen and read the story.

Samuel Wu is at the doctors office. He tells the doctor his symptoms. He has a back-ache and a sore shoulder. The doctor checks Samuels heart and lungs. The doctor tells Sam, You dont have a fever. Take ibuprofen for your symptoms and get rest.

___1. Sam is at the dentists office. ___4. Sams back is always sore.

___2. Sam has two symptoms. ___5. The doctor wants Sam to rest.

___3. Sam doesnt have a fever. ___6. Ibuprofen is food.

C. Work with your classmates. List words you know. 1. How many symptoms can you name?

2. How many medicines can you name?

3. How many different types of doctors can you name? Unit 7 HEALTH ESOL Mock Textbook Pages

Application ActivitiesTo retain what you learned in this workshop, please select at least one application activity.

Select 1

1. Analyze your textbook for activity types. Plan a lesson by filling out a Lesson Planning Template (PH, p. 83) with the textbook activity/page numbers that match the stages of a lesson. Brainstorm activities to fill in the gaps. Teach this lesson (or the one your group developed during the workshop). Soon after you teach the lesson, take time to reflect on how it went. Ask yourself questions such as*

What went well? Why? 4

What did not go as planned? Why? 4

If I had to do it over again, what would I change? 4

What have I learned about my students that I can take into account in future lesson 4planning?

* Use the Lesson Reflection worksheet on PH, p. 84. You can also use the Class Observation worksheet on PH, p. 85.

2. Observe a lesson at the same level you teach (or hope to teach). As you observe, fill in the Lesson Planning Template. Then fill in the Class Observation worksheet on PH, p. 85.

3. Have someone observe your class. Develop a lesson using the Lesson Planning Template on PH, p. 83. Ask a colleague to observe you as you teach it. Your colleague can fill in the Lesson Planning Template and the Class Observation worksheet. After the lesson, reflect on your own teaching, using questions such as*

What went well? Why? 4

What did not go as planned? Why? 4

If I had to do it over again, what would I change? 4

What have I learned about my students that I can address in future lesson planning? 4

Ask your colleagues for verification or support as necessary.

* Use the Lesson Reflection worksheet on PH, p. 84. You can also use the Class Observation worksheet on PH, p. 85.

Note: For further discussion of reflective teacher practices, see the digest Reflective Teaching Practice in Adult ESL Settings, available from www.cal.org/caela/esl_resources/digests/reflect.html

Planning Lessons to Meet Students NeedsLesson plans help teachers provide an effective learning experience for their students. These plans ensure that students time in class results in learning that will help them achieve their goals. Lesson planning also enhances the teaching experience by helping teachers save time, avoid frustration, and analyze and improve their lessons.

There are many ways to plan an effective lessonthe important thing is to make a plan. Writing out a script, completing a chart of lesson stages, matching lesson steps with textbook pages, or visualizing lesson activities are all examples of lesson planning strategies that successful teachers use.

Effective lessons emerge from specific learning objectives and contain a unified set of learning activities. Learning objectives for adult English language learners are based on the needs of the students as well as existing state standards and program curricula. Needs assessments help teach-ers determine the communication needs of their students, i.e., the situations in which students need to understand, speak, read, and write English. For beginning-level students, a simple needs assessment can be accomplished by showing learners pictures of various situations, like the doc-tors office or a job site, and asking them to number the pictures in order of their need to be able to understand, speak, read, or write English. Intermediate and advanced students can be given a questionnaire asking them to identify the situations in which they need to use English.

In addition to students needs, teachers have to consider other information about the students, such as English language proficiency level, educational background, and language of origin. This information can be gleaned from students registration materials or from informal discussion.

According to the reading, what is the value of lesson planning? 4

How does knowing about students language needs and background help teachers plan 4effective lessons?

Five Components of Effective LessonsOnce teachers know students language needs and something about their backgrounds, teachers can begin to plan lessons. There are many teaching styles and many ways to plan lessons. (See the chart on PH, p. 81.) However, the following five components can be found in most effective lesson plans:

Topic. 4 Communicative or real-life contexts or topics can be gleaned from student needs assessments. If in a needs assessment, beginning-level students select a visual that depicts a doctor talking to a patient, the teacher could choose Communicating with health personnel as the topic for a group of lessons.

Lesson objective. 4 An objective is the goal for a lesson or group of lessons. A well-written objective tells what students will be able to do, rather than what students will know, by the end of the lesson. Learning objectives should relate to the topics chosen by the students during the needs assessment. If the topic of the lesson is Communicating with health personnel, one appropriate beginning-level lesson objective might be, By the end of this lesson, students will be able to describe symptoms to medical personnel.

Enabling skills. 4 These are the skills, such as vocabulary, grammar, and pronunciation, that support the students ability to accomplish the lesson objective. For the topic Com-municating with health personnel, the vocabulary might be headache, fever, cough, etc. The grammar could be the simple present tense of the verb to have, and the pronunciation work might focus on the ch sound in ache.

Sequence of stages. 4 Research has shown that including a series of stages in lessons will help students achieve the lesson objective. Most lessons include warm-up/review, introduction, presentation, practice, evaluation, and application stages. A comprehen-sion check is always included in the presentation stage of the lesson and may occur at other stages as well. (See the chart below for a description of terms.) As teachers plan lessons, they can select activities for each stage that will move the students toward accomplishing the lesson objective. For example, with the health objective Describe medical symptoms, a teacher might demonstrate a dialogue between a patient and a nurse for the presentation stage, have students work with the dialogue (substituting various symptoms) as part of the practice stage, and then do a role play activity (working with-out the dialogue in front of them) for the evaluation and application stages of the lesson.

Materials, equipment, and technology. 4 Anything needed to execute the lesson should be identified and secured well before class time to ensure that activities can be carried out as planned. This may include realia (real-life materials, such as an appointment card and a medical history form), visual aids, teacher-made handouts, textbooks, flipchart and markers, overhead projector, CD players, and computers.

While planning a lesson utilizing these five components, a teacher should also consider other things such as the length of the lesson, the sequencing of the activities, and the amount of time that should be spent on each stage or activity. Other considerations include whether the class is a single-level or multilevel class and whether it is an open entry/exit class (where students can enter and leave at any time during the semester, or whether students are required to attend class on a regular basis [managed enrollment]).

What are the five components found in most lesson plans? Describe each. 4

Experience Makes a DifferenceThe lesson plan is an aid for both new and seasoned teachers. New teachers often find that it is helpful to write down the details of each activityperhaps even script each activity. Eventually classroom experience determines how detailed a lesson plan needs to be. Experience also helps teachers decide which types of lesson plan formats work best for them and their students.

The more lesson planning a teacher does, the more efficient the process becomes. Reviewing and evaluating lessons at the end of each class period helps teachers improve their instruction and recycle successful elements from those lessons into future lessons.

How does experience with lesson planning affect the planning process? 4

A lesson plan acts as a road map for a class session. It identifies the destination (objective of the lesson) and marks out the route (activities for each stage of the lesson). Sharing this road map with the learners (e.g., by writing the objective and listing lesson activities on the board) keeps both the teacher and the learner focused not only on where they are going, but also how they are going to get there. Perhaps most important, it also helps them know when they have arrived.

Follow-up questions:

What are some of the challenges of planning a lesson? 4

What things are helpful to know about students before planning lessons? 4

If any one of the five components of an effective lesson plan were missing, how do you 4think the lesson would be affected? Why?

What are advantages and disadvantages of recycling material and activities? 4

National Center for Family Literacy & Center for Adult English Language Acquisition. (2005). Practitioner toolkit: Working with adult English language learners. Louisville, KY & Washington, DC: Author. Available from http://www.cal.org/caela/tools/instructional/prac_toolkit.html

Identifying Meaningful ESL Lesson ObjectivesThe lesson objective states what students will be able to do by the close of a lesson. For lesson objectives to have relevance to adult learners lives, instructors need to think in terms of real-life demonstrable outcomesbehaviors and skills that students will be able to do in the real world upon completion of the lesson.

A meaningful objective for an adult ESL class identifies the context in which a specific com-municative task will be accomplished. It generally focuses on the one or two target language-skill proficiencies (listening, speaking, reading, and writing) that are needed to complete the com-munication task. The achievement of the meaningful ESL objective is evaluated in the same language-skill proficiency in which it was taught. For example, in the objective Students will describe symptoms to a health professional, the focus would be on speaking-skill development, and the evaluation would ask students to demonstrate their ability to perform the speaking objective in a role play with students or the teacher. An awareness of an objectives language-skill focus is critical to lesson planning in two ways: (1) it dictates which enabling skills need to be reviewed or presented (e.g., pronunciation points, reading skills, writing skills), and (2) it helps determine the nature of the evaluation activity. The evaluation of the objective is not always a pen-and-paper test. For speaking and listening objectives, it is appropriate to use a performance-based assess-ment (e.g., role plays).

A meaningful objective also contains information about how a teacher is going to determine whether or not the students have met the objective (a method of evaluation). A handy template for writing a lesson objective is:

The student will be able to ___________________________ in order to ________________________________ as evidenced by ___________________________.

For example, The student will be able to describe common health problems in order to talk to a medical practitioner as evidenced by his/her use of language in role plays completed in class.

1. With a small group, determine which of the elements of a meaningful ESL lesson objective are present in the list below.

2. Mark each proposed objective as follows:

If the objective features a context, write 4 C in the blank.

If the objective focuses on one or two language skill proficiencies, write 4 P in the blank.

If the objective features a communicative task or purpose, write 4 CT in the blank.

If the objective can be evaluated, write 4 E in the blank.

3. Once you have finished identifying the elements, make a check () next to the meaningful objectives.

Objective____ 1. The student will be able to contrast the simple present and past tenses of the verb BE.

____ 2. The student will be able to write eight new words.

____ 3. The student will be able to read a food label in order to understand the ingredients as evidenced by making a grocery list of healthy food choices.

____ 4. The student will be able to orally describe the events in a crime in order to report a crime to the police as evidenced by a role play.

____ 5. The student will be able to study the housing vocabulary on page__ of the textbook.

____ 6. The student will be able to read a narrative paragraph about Cinco de Mayo and answer comprehension questions.

____ 7. The student will be able to write a short paragraph.

____ 8. The student will be able to ask and answer questions.

____ 9. The student will be able to take and leave simple phone messages at home as evidenced by writing a message upon hearing a taped telephone message.

____ 10. The student will be able to listen to a taped job interview in order to know the types of questions asked as evidenced by checking on a list of those questions that were asked.

Choose one of the objectives above that you feel is not as good as it could be and rewrite it below to include a context, language skill proficiency(ies), a communicative task/purpose, and a method of evaluation.

Activity PlanWarm-Up/Review: Whole-class discussion on picture that shows patient talking to a doctor. Play a quick game of yes/no questions (about the picture) using previously acquired language (e.g., Is the patient under the table?).

Introduction: Put up (or draw) a silhouette of a man. Name him, give him a backstory (with students suggestions), and then tell the class that hes going to the doctor because he has a pain in his foot. (Have class suggest how he got the pain.) Tell the class the objective of the lesson.

Presentation Guided Practice Communicative Practice Evaluation

Present (and elicit) a dialogue between the man and his doctor that includes the symptom (pain in foot), possible reason for the symptom (dancing all night), and suggested course of action (rest your feet.) Act out the dialogue and use visuals to support the lan-guage. Guide students through the dialogue.

Comprehension check: Ask students Y/N, OR, and WH- questions for approx-imately 5 min. regarding the content of the dialogue and vocabulary usage.

1. Group students for roundtable label of parts of the body on a handout.

2. Have students use labels as substitution for pair practice of dialogue.

Have pairs develop role plays based on the dialogue.

1. Have pairs perform their role plays for the class. Students listen and write down symptoms they hear.

2. Give students time to reflect on/talk about language and skills theyve learned.

Application: Guide whole-class discussion of where you go/what you do when you have various symptoms. Prompts: When do you call the doctor? When do you stay home from work? When do you go to the emergency room? When do you call 911?

B. Check true (T) or false (F) or no information (NI). Listen and read the story.

Samuel Wu is at the doctors office. He tells the doctor his symptoms. He has a back-ache and a sore shoulder. The doctor checks Samuels heart and lungs. The doctor tells Sam, You dont have a fever. Take ibuprofen for your symptoms and get rest.

___1. Sam is at the dentists office. ___4. Sams back is always sore.

___2. Sam has two symptoms. ___5. The doctor wants Sam to rest.

___3. Sam doesnt have a fever. ___6. Ibuprofen is food.

C. Work with your classmates. List words you know. 1. How many symptoms can you name?

2. How many medicines can you name?

3. How many different types of doctors can you name? Unit 7 HEALTH ESOL Mock Textbook Pages

Application ActivitiesTo retain what you learned in this workshop, please select at least one application activity.

Select 1

1. Analyze your textbook for activity types. Plan a lesson by filling out a Lesson Planning Template (PH, p. 83) with the textbook activity/page numbers that match the stages of a lesson. Brainstorm activities to fill in the gaps. Teach this lesson (or the one your group developed during the workshop). Soon after you teach the lesson, take time to reflect on how it went. Ask yourself questions such as*

What went well? Why? 4

What did not go as planned? Why? 4

If I had to do it over again, what would I change? 4

What have I learned about my students that I can take into account in future lesson 4planning?

* Use the Lesson Reflection worksheet on PH, p. 84. You can also use the Class Observation worksheet on PH, p. 85.

2. Observe a lesson at the same level you teach (or hope to teach). As you observe, fill in the Lesson Planning Template. Then fill in the Class Observation worksheet on PH, p. 85.

3. Have someone observe your class. Develop a lesson using the Lesson Planning Template on PH, p. 83. Ask a colleague to observe you as you teach it. Your colleague can fill in the Lesson Planning Template and the Class Observation worksheet. After the lesson, reflect on your own teaching, using questions such as*

What went well? Why? 4

What did not go as planned? Why? 4

If I had to do it over again, what would I change? 4

What have I learned about my students that I can address in future lesson planning? 4

Ask your colleagues for verification or support as necessary.

* Use the Lesson Reflection worksheet on PH, p. 84. You can also use the Class Observation worksheet on PH, p. 85.

Note: For further discussion of reflective teacher practices, see the digest Reflective Teaching Practice in Adult ESL Settings, available from www.cal.org/caela/esl_resources/digests/reflect.html

Background Part 2: Effective Lesson PlanningAs you read, think about your answers to the questions. 4

After you read, highlight the answers in the text. 4

The Basics of Lesson DesignAdult English language learners generally have limited time to devote to participating in lan-guage classes. A good lesson plan is an important tool that focuses both the instructor and the learners on the purpose of the lesson and, when carefully constructed and followed, enables learners to meet their goals efficiently. There are several things to consider in the design of effec-tive lessons, including matching lesson objectives to students needs and abilities, identifying the types of activities and grouping strategies that will support the objective, and determining the sequencing and pacing of the lesson.

Good lesson design begins with an assessment of students needs. Once these needs are identi-fied, teachers select which need(s) they will address in the lesson and determine the matching topic, lesson objective, and enabling skills (vocabulary, grammar, and pronunciation). While listening, speaking, reading, and writing are integrated into each lesson, teachers need to consider which of these skills is the focus of the lesson objective and be sure that the lesson evaluation tests those skills. After this critical preliminary work is done, the teacher is ready to devise a les-son plan. Effective lessons generally cycle through review, presentation, practice, evaluation, and application stages. Instructors plan activities that review previously learned material; introduce and present the new content and language; and provide opportunities for learners to practice, be evaluated, and apply what they have learned. Instructors also spend time identifying the materials and equipment needed to conduct the lesson.

What are the steps in effective lesson design?

Assessment of students needs 4Selection of which needs will be addressed, determination of matching topics and 4objectives, and identification of enabling skillsConsideration of which of the four skills is the focus 4Creation of a lesson plan that follows the stages of warm-up/review, introduction and 4presentation, practice, evaluation, and application

Varying Activities and Grouping StrategiesWithin the sequence of lesson stages, the lesson plan should incorporate a variety of activ-ity types and grouping strategies. This variety will provide each student with the opportunity to learn in an environment best suited to his or her needs. Varying activity types addresses the learning styles of different learners. For example, reading a passage addresses a print-oriented learner, watching a video clip engages a visual learner, and getting up and talking to another student on the other side of the room addresses both kinesthetic and oral/aural learners. Varying

activities also keeps learner interest high. In addition, each activity has an ideal group size (whole class, half-class teams, small groups, pairs, or individuals) that needs to be taken into consider-ation while planning. Some students learn best in an anonymous, large group; others thrive in the interaction of a small group or pair; and still others need time to work individuallyso using a variety of grouping strategies is an important consideration during lesson planning.

The selection of activity types and grouping strategies often depends on the stage of the lesson being planned or the range of proficiency levels within a class. For guided or controlled practice activities, teachers may group students with the same overall proficiency level. When matched with controlled activities, this type of grouping reinforces students accuracy. Depending on the lesson focus, students can also be grouped according to their proficiency in one skill area (listen-ing, speaking, reading, or writing). During communicative practice activities, however, teachers often create groups of students with different proficiency levels to create a greater range of com-municative resources in the group and build fluency.

How does utilizing a variety of activity types and grouping strategies affect the learning environment?

It provides each student with the opportunity to learn in an environment best suited to 4his or her needs, addressing the learning styles of different learners and keeping learner interest high.

Managing the Multilevel ClassSingle-level classes usually include students with more than one language-proficiency level, but when the proficiency levels vary widely, a class can be considered multilevel. Multilevel classes often occur because of funding constraints or program logistics. Although common, such classes are not ideal because they require extreme patience and flexibility on both the teachers and learners parts. Multilevel classes also require the teacher to do extra planning to provide for the differing needs of students.

To effectively teach a multilevel class, a teacher should start by doing what she or he would do in any class: assess students abilities and interests. The teacher can then modify the single-level lesson plan format to meet the needs of the multilevel class (see chart on PH, p. 76, and TN, p. 62, for one example). One way for a teacher to design a multilevel lesson plan is to select the same topic for the whole class while identifying different level-appropriate objectives for each proficiency level. For example, if the topic is Communicate with medical personnel, the following objectives would be appropriate:

Beginning Lowidentify the major parts of the body 4

Beginning Highdescribe symptoms of common illnesses 4

Intermediate Lowask for and offer health advice 4

In this type of lesson framework, content for all levels is introduced and presented to the class as a whole (e.g., students listen to a doctor and patients conversation where parts of the body are

named, symptoms are described, and advice is given). Following the presentation, the teacher has students practice the new content in similar-level groups so that they will be able to meet the objective(s) for their level. Using very guided activities works best at this stage of the lesson because the teacher often must monitor one levels work at a time. Assigning students specific roles or tasks during the activity also helps the lesson go smoothly (e.g., in a pair, student A dic-tates, student B writes). There are times, of course, when one level may need additional content that the other levels do not need. At those times, the teacher usually assigns a practice activity to the levels that dont need the information and then provides a separate presentation to the other level. The multilevel lesson often combines the communicative practice, evaluation, and appli-cation stages by having students work with a role play or other communicative language task. These tasks provide opportunities for students of varying abilities to work together and allow the teacher to evaluate students success on their individual objectives.

What is one framework for a multilevel lesson?

Assess students needs and interests to determine the lesson topic and a lesson objec- 4tive for each of the general proficiency levels in the class. Next, introduce and present the content for all levels to the whole class. During the practice stage, have students use guided activities to practice the content in similar-level groups. In some cases, the teacher may present additional information to one level while the other levels work on their similar-level practice activities. At the communicative practice stage, students of varying abilities work together to complete a communicative language task. This task may also serve as an evaluation and/or application activity.

Key Aspects of Lesson PlanningWhile planning the content of the lesson stages is key to effective instruction, the art of teaching requires attention to other elements as well. These elements are addressed once the lesson plan has been sketched out and play an important role in finalizing the plan.

Time frame. 4 How long is each class period? How long will it take to teach the lesson objective? Is the amount of time allotted for each part of the lesson sufficient?

Checking comprehension and giving directions. 4 How will the teacher determine whether students are ready to move from one stage to the next? How will students know what to do during an activity? How does one give clear directions?

Sequencing and pacing. 4 Do the activities move logically so learners are progres-sively building on what they already know? Do the activities flow well? Are transitions between activities smooth? Are activities the right length and varied so that learners remain engaged and enthused?

Balancing teacher talk time and learner talk time. 4 Is the amount of time the teacher speaks in class equal to or less than the amount of time the students speak? Does the lesson allow enough time for learners to practice what they have learnedto interact, produce, and initiate language?

Flexibility. 4 Does the lesson plan allow for a teachable moment? If the lesson is run-ning long, what types of adjustments could be made? If the planned lesson finishes early, is there a backup activity ready?

New or returning students. 4 How can students catch up to the current lesson? Is there sufficient review of previous instruction? Are there activities that lend themselves to peer tutoring?

Why must teachers consider these elements when planning a lesson?

Each of these elements affects the success of the lesson. Timing, sequencing, pacing, 4and flexibility all ensure that the lesson objective can be met within an appropriate time frame. Identifying where comprehension should be checked and how directions should be given guarantees that learners will be able to move from one stage (or activ-ity) to the next successfully. Balancing teacher talk time and learner talk time within a lesson is key to giving learners sufficient practice with the target language. Awareness of how new and returning students can affect the lesson helps the teacher create warm-up/review activities and practice activities that take these students into account.

GrowthThroughReflectionWhile most aspects of lesson planning are learned by experience, active reflection on each days lesson makes it possible to identify those lesson elements that need to be refined. The questions below are examples of the kind of reflection that teachers may find helpful:

What went well? Why? 4

What did not go as planned? Why? 4

If I had to do it over again, what would I change? 4

What have I learned about my students that I can incorporate into future lesson 4planning?

Some teachers may also find it useful to participate in peer observations. These observations can increase each teachers awareness of effective and less-effective lesson elements and provide a support system that extends long past the actual observation and reflection session.

Howdoesreflectionenhancegrowth?

It helps the instructor identify those lesson elements that are working well and those 4that need to be revised or refined. With the revision and refinement of these elements comes improvement and growth.

Through the cycle of planning, teaching, and reflecting, teachers can improve their skills and learn to assemble key lesson elements into a cohesive, meaningful sequence of activities that culminates in students mastery of the lesson objective.

National Center for Family Literacy & Center for Applied Linguistics. (2004). Practitioner toolkit: Working with adult English language learners. Louisville, KY & Washington, DC: Author. Available from www.cal.org/caela/elltoolkit/

C. As you read, answer the questions related to your part of the reading by highlighting the answers in your text. Be ready to share answers with the whole group. You will have 5 minutes to read and answer your questions.

D. When all have finished reading their parts, share answers in the group.

Varying Activities and Grouping StrategiesCategorize the activities into the grouping strategies they can be used with. An activity 4can be put in more than one category.

Activities Role Play Jigsaw Reading Line Up Roundtable Information Gap

Materials and EquipmentVisuals: parts of body, ailments, doctor and patient in

conversationHandout: outline of the body

Activity PlanWarm-Up/Review: Whole-class discussion on picture that shows patient talking to a doctor. Play a quick game of yes/no questions (about the picture) using previously acquired language (e.g., Is the patient under the table?).

Introduction: Put up (or draw) a silhouette of a man. Name him, give him a backstory (with students suggestions), and then tell the class that hes going to the doctor because he has a pain in his foot. (Have class suggest how he got the pain.) Tell the class the objective of the lesson.

Presentation Guided Practice Communicative Practice Evaluation

Present (and elicit) a dialogue between the man and his doctor that includes the symptom (pain in foot), possible reason for the symptom (dancing all night), and suggested course of action (rest your feet.) Act out the dialogue and use visuals to support the lan-guage. Guide students through the dialogue.

Comprehension check: Ask students Y/N, OR, and WH- questions for approx-imately 5 min. regarding the content of the dialogue and vocabulary usage.

1. Group students for roundtable label of parts of the body on a handout.

2. Have students use labels as substitution for pair practice of dialogue.

Have pairs develop role plays based on the dialogue.

1. Have pairs perform their role plays for the class. Students listen and write down symptoms they hear.

2. Give students time to reflect on/talk about language and skills theyve learned.

Application: Guide whole-class discussion of where you go/what you do when you have various symptoms. Prompts: When do you call the doctor? When do you stay home from work? When do you go to the emergency room? When do you call 911?

Note: Adapted from Adelson-Goldstein, J. (2006, May). Mastering the madness and magic of multilevel classes. Presentation given at the Maryland Association for Adult Community and Continuing Education Conference.

Plan objectives for each level, relating all objectives to the same general topic.

Warm-Up

A whole-class activity that activates all students prior knowledge and builds class community.

Presentation 1

The first presentation is made to the whole group. Visuals, repetition, and gestures make the information clear to all levels.

Presentation 2

While other levels work on guided prac-tice activities, specific information can be presented to one level.

Guided Practice 1

Learners (in two or more levels) work in same-ability groups on activities that reinforce the new material and practice key enabling skills.

Guided Practice 2

Learners may continue to work in same-ability groups or form mixed-ability groups for another set of guided prac-tice activities.

Communicative Practice

At this stage, learners at different levels can work together in mixed- ability groups or pairs. Depending on the objective, learners may partici-pate in a single activity within different-ability groups, or two levels may work on one activity, while a third works on a different activity.

Closing

The whole class reconvenes with an activity that reestablishes class community.

Evaluation

Common evaluation strategies in the multilevel classroom include observa-tion, applied performance, and level-appropriate tests.

Application

Multilevel application activities may include leveled take-home tasks. In-class role plays and other activities may be part of the evaluation or communica-tive practice stages.

Warm-Up/Review: Whole class discussion on picture that shows patient talking to a doctor. Play a quick game of yes/no questions (about the picture) using previously acquired language (e.g., Is the patient under the table?). Time: 10 minutes

Introduction: Put up (or draw) a silhouette of a man. Ask the BL students to name him. Elicit his backstory from the class and ask BH students why hes going to the doctor. Ask IL students to say how it happened. Tell the class the les-son objectives. Time: 10 minutes

Presentation: Present and elicit a dialogue between the man and his doctor that includes the symptom (pain in foot [BL]), possible reason for the symptom (He dances all the time [BH], and suggested course of action (Why dont you stop dancing? [IL]). Act out the dialogue and use visuals to support the language. Guide students through the dialogue.

Model or point out structures within the dialogue (poss. adj, simple pres. and Why dont you stop/start + gerund). Give students a chance to repeat the structures using the language from the dialogue and substitute related vocabulary as well. Time: 15 minutes

Comprehension check: Ask Y/N, OR and WH- questions from students for approximately 5 min. re: the content of the dialogue and vocabulary usage. Time: 5 minutes

Lesson Objective: Students will be able to BL: identify the major parts of the body BH: describe symptoms to medical personnel IL: offer health advice or recommend over-the-counter (OTC) medications

Activity Plan Part 1

Section 1 Section 2 Section 3

Give BH and IL their tasks:BH Guided Practice Have BH students, in small groups, roundtable label parts of the body on a handout and then use labels as sub-stitutions for pair practice of dialogue.

IL Guided Practice Have IL students, in small groups, brainstorm different pains and ail-ments, then matching remedies. Have groups create 10 sentences that follow the pattern, If you have..., why dont you stop

Facilitate BL group BL Presentation 2 Use TPR to help students acquire names of 810 parts of the body and to check comp.

Give BL and BH their tasks: BL Guided Practice Students in pairs give each other TPR commands based on picture cues (point to, touch, raise, etc.). Then switch and work with another partner.

BH Guided Practice Have students work individually or in pairs to write questions and answers. (Wheres the pain? Its in my foot.)

Give BH/IL and BL their tasks:BH/IL Communicative Practice Different-level pairs develop role play based on dialogue.

BL Communicative Practice Pairs role play the dialogue: A: Whats the matter? B: I have a pain in my __________. A: Oh, thats too bad. B: It sure is!

Observe BL students during role plays.

Time: 15 minutes Time: 20 minutes Time: 15 minutes

Evaluation: (BH/IL) pairs perform role plays for class while BL and rest of class listen and fill out chart identifying name of the patient, reason for the visit, and the recommendation. Time: 20 minutes

Application: Guided whole-class discussion of alternative remedies.

Prompt: George has a headache. What should he do? Encourage IL students to use advice practiced in lesson to make recommendations (e.g., Why doesnt he start meditating?). Time: 15 minutes

Note: Adapted from Adelson-Goldstein, J. (2006, May). Mastering the madness and magic of multilevel classes. Presentation given at the Maryland Association for Adult Community and Continuing Education Conference.

Learners are grouped together at the beginning and end of the lesson to reinforce the class community. Providing a whole-class presentation makes it easier on the teacher, and learners of all proficiency levels get to hear all the facets of the lesson.

Alike-level grouping allows learners to work toward their level objective and practice language at their level. Different-level groups create a more natural, communicative environment. In serving as an audience for the BH/IL role plays, the BL learners can successfully use their receptive skills.

4. Which activities are going on simultaneously in this lesson?

Teaching of body parts to BL; BH roundtable parts of the body and practice the dialogue; IL 4brainstorm symptoms and remedies and then write 10 sentences.

Comprehension ChecksDuring or after the presentation, it is important to check whether students have understood the new material. A yes/no question such as Do you understand? usually results in most students nodding or saying yeseven though they may not have understood. To accurately verify stu-dents comprehension, use one of the techniques listed below. Also, make sure the comprehension questions you ask are at the right language level for your students. Always wait between 10 and 15 seconds for students to respond to a command, question, or request.

1. Ask questions that match the students level, for example Beginning LowIs it red or blue? Beginning HighWhat color is it?

2. Ask a question that helps students demonstrate understanding, e.g., The teacher conference is from 3:00 to 3:30. What time do you need to be at the school?

3. Ask learners to paraphrase or restate the information presented or directions given.

4. Ask learners to complete a task that demonstrates understanding, e.g., Its hot in here. Please open the window.

Practice Writing a Comprehension Check1. Review the presentation and comprehension check for the lesson on PH, p. 133

(TN, p. 106).

2. Look at the sample dialogue below.

3. With a partner, write some appropriate questions to check comprehension of the dialogue. Use the examples above to help you.A: Whats the matter, Mr. Yee?B: My foot hurts. It hurts every time I dance.A: Really? B: Yes, and I dance all the time. A: Hmmmm. Why dont you stop dancing so much? I think your foot will feel better.

Sample dialogue from the multilevel lesson on PH, p. 130 (TN, p. 104)

Sample Comprehension Check Questions1. Who is the patient? Is Mr. Yee the patient or the doctor?2. What hurts, his foot or his finger?3. Why does it hurt?4. How often does he dance?5. What is the doctors advice?6. Does the doctor think Mr. Yees condition is very serious?

Giving DirectionsDirections can make or break a practice activity. Directions must be clear and concise. When giving directions, use language that learners already know or that is made comprehensible by visuals and meaningful gestures. The fewer words that are used, the better. It is a good idea to write the directions on the board or overhead projector. Once the learners have heard the direc-tions orally and have seen them in writing, demonstrate the activity with one learner. At the very lowest levels, demonstration may be the best way to give directions.

Appropriate directions include

1. Steps given in one- or two-word verbs. Demonstrate each step one at a time.

2. Level-appropriate grammar and vocabulary, for example Beginning LowWhats this? Beginning HighWhats in the picture? IntermediateWhat do you see in the picture on page__?

Practice Writing Directions1. With a partner, choose one of the Guided or Communicative practice activities for

Beginning High or Intermediate Low in the lesson plan on PH, p. 130 (TN, p. 104).

Sequencing1. The activities in the chart below support the following Beginning Low lesson objective.

Students will be able to identify U.S. testing rules and bubble in an electronically scored answer sheet for a multiple-choice test on previously learned material.

2. Match the lesson activities to the stages of the lesson.

3. Check your answers with a partner.

____ 1. Warm-Up/Review

____ 2. Introduction

____ 3. Presentation

____ 4. Guided Practice

____ 5. Communicative Practice

____ 6. Evaluation/Application

a. Have small groups of students work together to make a poster of test-taking rules and procedures. (Look at your answer sheet only.)

b. Have students demonstrate testing proce-dures in a TPR activity.

c. Have students take a sample test with answer sheets and #2 pencils, bubbling in answers on the answer sheet.

d. Give students a simple T/F test on material theyve studied previously. Ask students how they felt about taking the test.

e. Lead a class brainstorm of test-taking rules.

f. Demonstrate the rules and procedures for taking a multiple-choice test with an answer sheet. Then check students comprehension by asking OR questions about the process. Do you write on the test or the answer sheet?

Warm-Up/Review: Give students a simple T/F test on material theyve studied previously. Ask students how they felt about taking the test. Show and tell with a test booklet, an electronic answer sheet, a pen, and a #2 pencil. Use OR questions to verify that students know which is which. Is this the test booklet or the answer sheet? Do you write on the booklet or the answer sheet?

Introduction: Elicit the rules for taking tests. Write students ideas on the board. Touch on any of these rules that students do not come up with: 1. Use a #2 pencil. 2. Write your name on your answer sheet. 3. Cover your answers. 4. Dont talk. 5. Dont write on the test booklet.

Presentation Guided Practice Communicative Practice Evaluation

1. Use sample test ques-tions to demonstrate the process of reading a question in one place and filling in the answer on an answer sheet. Use the first question to teach the concept of multiple choice.

2. Read each question together, and have the students tell you the answer. Demonstrate bubbling in the answer to the first question on the board or overhead projector. Demonstrate incorrect ways to fill in the answer sheet, such as crossing out, circling, or checking the letters on the form.

Work with imperatives. Have students dem-onstrate the key test commands.

1. Write sample test items on the board such as: 1. A B C D

2. Give students a sample answer sheet and have them bubble in the cor-rect answer for each.

3. Circulate to check that students are correctly bubbling in the answers.

Give a quick T/F test to determine whether stu-dents know basic U.S. test-ing rules. Give students T/F answer sheets so they can bubble in answers (e.g., You can ask your partner for an answer on a test. [F]).

1. Write these three questions:

Do you get nervous on test day?How long do you study for tests?What kinds of tests do you like?

2. Form groups of four. Set a time limit and have teammates take turns interviewing each other. Person #1 asks everyone question #1. Person #2 asks question #2, etc.

3. Call time and tally the class answers for each question.

Have small groups work together to make a poster of test-taking rules.

1. Distribute a sample test, answer sheet, and #2 pencil to each student.

2. Give students directions and set a 10-minute time limit for the test.

3. Collect the answer sheets only. Then, using the test handout, review the answers with the class. Collect and review the students test booklets and answer sheets to determine how well they understood the lesson.

Teacher Talk and Learner Talk1. Look back at the Beginning Low lesson.

2. Given the types of activities in the lesson, identify the amount of time the teacher is likely to be talking and the amount of time the learners will probably be talking.

3. Draw a pie chart in the circle below to represent these amounts of teacher talk and learner talk.

4. Form a small group and share your pie chart. Compare the amount of teacher talk/leaner talk in the pie chart with that of a typical lesson you teach. How will you change the teacher talk/learner talk ratio in your classes?

Identify acceptable reasons for changing a work schedule and request a change. 4

Interpret food and nutrition labels to determine healthy choices. 4

2. Complete the activity plan by briefly describing the activities you would use to help students meet the lesson objective. You may want to select from the activities listed below or use other activities from your repertoire.

Activities Discussed or Used During the Effective Lesson Planning Training

Application ActivitiesTo retain what you learned in this workshop, please select at least one application activity.

Select one or more

1. Analyze your textbook for activity types. Plan a lesson by filling out a Lesson Planning Template Single Level/Single Presentation on page 20 with activity/page numbers that match the stages of a lesson. Brainstorm activities to fill in the gaps. Teach this lesson (or you may use the sample lessons on pages 8 or 15 or the one your group developed during the workshop). Soon after you teach the lesson, take time to reflect on how it went. Ask yourself questions such as*

What went well? Why? 4What did not go as planned? Why? 4If I had to do it over again, what would I change? 4What have I learned about my students that I can account for in future lesson 4planning?

*Use the Lesson Reflection worksheet on page 116. You can also use the Class Observation worksheet on page 117.

2. Observe a lesson at the same level you teach (or hope to teach). As you observe, fill in the Lesson Planning Template on PH, p. 142, TN, p. 115. Then, fill in the Class Observation worksheet on PH, p. 144, TN, p. 117.

3. Develop a lesson using the same directions you used in the Application (in-class) on PH, p. 139, TN, p. 112. Use the Lesson Planning Template on PH, p. 142, TN, p. 115. Teach the lesson. After you teach the lesson, reflect upon your own teaching, using ques-tions such as*

What went well? Why? 4What did not go as planned? Why? 4If I had to do it over again, what would I change? 4What have I learned about my students that I can account for in future lesson 4planning?

*Use the Lesson Reflection worksheet on TN, p. 116. You can also use the Class Observation worksheet on TN, p. 117.

4. Have someone observe your class. Develop a lesson in section 3 above. Ask a colleague to observe you as you teach it. Your colleague can fill in the Lesson Planning Template on PH, p. 142, TN, p. 115 and the Lesson Observation worksheet on PH, p. 144, TN, p. 117. After the lesson, reflect upon your own teaching, using questions such as*

What went well? Why? 4What did not go as planned? Why? 4If I had to do it over again, what would I change? 4What have I learned about my students that I can account for in future lesson 4planning?

Ask your colleague for verification or support as necessary.* Use the Lesson Reflection worksheet on TN, p. 116. You can also use the Class Observation worksheet on TN, p. 117.

Note: For further discussion of reflective teacher practices, see the digest Reflective Teaching Practice in Adult ESL Settings, available from www.cal.org/caela/esl_resources/digests/reflect.html

The Basics of Lesson DesignAdult English language learners generally have limited time to devote to participating in lan-guage classes. A good lesson plan is an important tool that focuses both the instructor and the learners on the purpose of the lesson and, when carefully constructed and followed, enables learners to meet their goals efficiently. There are several things to consider in the design of effec-tive lessons, including matching lesson objectives to students needs and abilities, identifying the types of activities and grouping strategies that will support the objective, and determining the sequencing and pacing of the lesson.

Good lesson design begins with an assessment of students needs. Once these needs are identi-fied, teachers select which need(s) they will address in the lesson and determine the matching topic, lesson objective, and enabling skills (vocabulary, grammar, and pronunciation). While listening, speaking, reading, and writing are integrated into each lesson, teachers need to consider which of these skills is the focus of the lesson objective and be sure that the lesson evaluation tests those skills. After this critical preliminary work is done, the teacher is ready to devise a les-son plan. Effective lessons generally cycle through review, presentation, practice, evaluation, and application stages. Instructors plan activities that review previously learned material; introduce and present the new content and language; and provide opportunities for learners to practice, be evaluated, and apply what they have learned. Instructors also spend time identifying the materials and equipment needed to conduct the lesson.

What are the steps in effective lesson design? 4

Varying Activities and Grouping StrategiesWithin the sequence of lesson stages, the lesson plan should incorporate a variety of activ-ity types and grouping strategies. This variety will provide each student with the opportunity to learn in an environment best suited to his or her needs. Varying activity types addresses the learning styles of different learners. For example, reading a passage addresses a print-oriented learner, watching a video clip engages a visual learner, and getting up and talking to another student on the other side of the room addresses both kinesthetic and oral/aural learners. Varying activities also keeps learner interest high. In addition, each activity has an ideal group size (whole class, half-class teams, small groups, pairs, or individuals) that needs to be taken into consider-ation while planning. Some students learn best in an anonymous, large group; others thrive in the interaction of a small group or pair; and still others need time to work individuallyso using a variety of grouping strategies is an important consideration during lesson planning.

The selection of activity types and grouping strategies often depends on the stage of the lesson being planned or the range of proficiency levels within a class. For guided or controlled practice activities, teachers may group students with the same overall proficiency level. When matched with controlled activities, this type of grouping reinforces students accuracy. Depending on the lesson focus, students can also be grouped according to their proficiency in one skill area (listen-ing, speaking, reading, or writing). During communicative practice activities, however, teachers often create groups of students with different proficiency levels to create a greater range of com-municative resources in the group and build fluency.

How does utilizing a variety of activity types and grouping strategies affect the 4 learning environment?

Managing the Multilevel ClassSingle-level classes usually include students with more than one language-proficiency level, but when the proficiency levels vary widely, a class can be considered multilevel. Multilevel classes often occur because of funding constraints or program logistics. Although common, such classes are not ideal because they require extreme patience and flexibility on both the teachers and learners parts. Multilevel classes also require the teacher to do extra planning to provide for the differing needs of students.

To effectively teach a multilevel class, a teacher should start by doing what she or he would do in any class: assess students abilities and interests. The teacher can then modify the single-level lesson plan format to meet the needs of the multilevel class (see chart on PH, p. 129 and TN, p. 103 for one example). One way for a teacher to design a multilevel lesson plan is to select the same topic for the whole class while identifying different level-appropriate objectives for each proficiency level. For example, if the topic is Communicate with medical personnel, the following objectives would be appropriate:

Beginning Lowidentify the major parts of the body 4

Beginning Highdescribe symptoms of common illnesses 4

Intermediate Lowask for and offer health advice 4

In this type of lesson framework, content for all levels is introduced and presented to the class as a whole (e.g., students listen to a doctor and patients conversation where parts of the body are named, symptoms are described, and advice is given). Following the presentation, the teacher has students practice the new content in similar-level groups so that they will be able to meet the objective(s) for their level. Using very guided activities works best at this stage of the lesson because the teacher often must monitor one levels work at a time. Assigning students specific roles or tasks during the activity also helps the lesson go smoothly (e.g., in a pair, student A dictates, student B writes). There are times, of course, when one level may need additional con-tent that the other levels do not need. At those times, the teacher usually assigns a practice activity to the levels that dont need the information and then provides a separate presentation to the other level. The multilevel lesson often combines the communicative practice, evaluation,

and application stages by having students work with a role play or other communicative language task. These tasks provide opportunities for students of varying abilities to work together and allow the teacher to evaluate students success on their individual objectives.

What is one framework for a multilevel lesson? 4

Key Aspects of Lesson PlanningWhile planning the content of the lesson stages is key to effective instruction, the art of teaching requires attention to other elements as well. These elements are addressed once the lesson plan has been sketched out and play an important role in finalizing the plan.

Time frame. 4 How long is each class period? How long will it take to teach the lesson objective? Is the amount of time allotted for each part of the lesson sufficient?

Checking comprehension and giving directions. 4 How will the teacher determine whether students are ready to move from one stage to the next? How will students know what to do during an activity? How does one give clear directions?

Sequencing and pacing. 4 Do the activities move logically so learners are progres-sively building on what they already know? Do the activities flow well? Are transitions between activities smooth? Are activities the right length and varied so that learners remain engaged and enthused?

Balancing teacher talk time and learner talk time. 4 Is the amount of time the teacher speaks in class equal to or less than the amount of time the students speak? Does the lesson allow enough time for learners to practice what they have learnedto interact, produce, and initiate language?

Flexibility. 4 Does the lesson plan allow for a teachable moment? If the lesson is run-ning long, what types of adjustments could be made? If the planned lesson finishes early, is there a backup activity ready?

New or returning students. 4 How can students catch up to the current lesson? Is there sufficient review of previous instruction? Are there activities that lend themselves to peer tutoring?

GrowthThroughReflectionWhile most aspects of lesson planning are learned by experience, active reflection on each days lesson makes it possible to identify those lesson elements that need to be refined. The questions below are examples of the kind of reflection that teachers may find helpful:

What went well? Why? 4

What did not go as planned? Why? 4

If I had to do it over again, what would I change? 4

What have I learned about my students that I can incorporate into future lesson 4planning?

Some teachers may also find it useful to participate in peer observations. These observations can increase each teachers awareness of effective and less-effective lesson elements and provide a support system that extends long past the actual observation and reflection session.

How does reflection enhance growth? 4

Through the cycle of planning, teaching, and reflecting, teachers can improve their skills and learn to assemble key lesson elements into a cohesive, meaningful sequence of activities that culminates in students mastery of the lesson objective.

Follow-up questions:1. Which stages of the lesson are the most difficult to plan? Why?

2. What are the inherent challenges of putting students in groups?

3. What other things besides time frame and sequencing need to be considered when planning a lesson?

4. What are the benefits and challenges of the multilevel lesson framework presented in the background information?

5. What are some other things teachers can do or ask themselves to aid reflection and growth?

National Center for Family Literacy & Center for Applied Linguistics. (2004). Practitioner toolkit: Working with adult English language learners. Louisville, KY & Washington, DC: Author. Available from www.cal.org/caela/elltoolkit/

OTAN. (2005). The lesson plan builder. Available from www.adultedlessons.org

C. As you read, answer the questions related to your part of the reading by highlighting the answers in your text. Be ready to share answers with the whole group. You will have 5 minutes to read and answer your questions.

D. When all have finished reading their parts, share answers in the group.

Activity PlanWarm-Up/Review: Whole-class discussion on picture that shows patient talking to a doctor. Play a quick game of yes/no questions (about the picture) using previously acquired language (e.g., Is the patient under the table?).

Introduction: Put up (or draw) a silhouette of a man. Name him, give him a backstory (with students suggestions), and then tell the class that hes going to the doctor because he has a pain in his foot. (Have class suggest how he got the pain.) Tell the class the objective of the lesson.

Presentation Guided Practice Communicative Practice Evaluation

Present (and elicit) a dialogue between the man and his doctor that includes the symptom (pain in foot), possible reason for the symptom (dancing all night), and suggested course of action (rest your feet.) Act out the dialogue and use visuals to support the lan-guage. Guide students through the dialogue.

Comprehension check: Ask students Y/N, OR, and WH- questions for approx-imately 5 min. regarding the content of the dialogue and vocabulary usage.

1. Group students for roundtable label of parts of the body on a handout.

2. Have students use labels as substitution for pair practice of dialogue.

Have pairs develop role plays based on the dialogue.

1. Have pairs perform their role plays for the class. Students listen and write down symptoms they hear.

2. Give students time to reflect on/talk about language and skills theyve learned.

Application: Guide whole-class discussion of where you go/what you do when you have various symptoms. Prompts: When do you call the doctor? When do you stay home from work? When do you go to the emergency room? When do you call 911?

Note: Adapted from Adelson-Goldstein, J. (2006, May). Mastering the madness and magic of multilevel classes. Presentation given at the Maryland Association for Adult Community and Continuing Education Conference.

Warm-Up/Review: Whole class discussion on picture that shows patient talking to a doctor. Play a quick game of yes/no questions (about the picture) using previously acquired language (e.g., Is the patient under the table?). Time: 10 minutes

Introduction: Put up (or draw) a silhouette of a man. Ask the BL students to name him. Elicit his backstory from the class and ask BH students why hes going to the doctor. Ask IL students to say how it happened. Tell the class the les-son objectives. Time: 10 minutes

Presentation: Present and elicit a dialogue between the man and his doctor that includes the symptom (pain in foot [BL]), possible reason for the symptom (He dances all the time [BH], and suggested course of action (Why dont you stop dancing? [IL]). Act out the dialogue and use visuals to support the language. Guide students through the dialogue.

Model or point out structures within the dialogue (poss. adj, simple pres. and Why dont you stop/start + gerund). Give students a chance to repeat the structures using the language from the dialogue and substitute related vocabulary as well. Time: 15 minutes

Comprehension check: Ask Y/N, OR and WH- questions from students for approximately 5 min. re: the content of the dialogue and vocabulary usage. Time: 5 minutes

Lesson Objective: Students will be able to BL: identify the major parts of the body BH: describe symptoms to medical personnel IL: offer health advice or recommend over-the-counter (OTC) medications

Activity Plan Part 2

Section 1 Section 2 Section 3

Give BH and IL their tasks:BH Guided Practice Have BH students, in small groups, roundtable label parts of the body on a handout and then use labels as sub-stitutions for pair practice of dialogue.

IL Guided Practice Have IL students, in small groups, brainstorm different pains and ail-ments, then matching remedies. Have groups create 10 sentences that follow the pattern, If you have..., why dont you stop

Facilitate BL group BL Presentation 2 Use TPR to help students acquire names of 810 parts of the body and to check comp.

Give BL and BH their tasks: BL Guided Practice Students in pairs give each other TPR commands based on picture cues (point to, touch, raise, etc.). Then switch and work with another partner.

BH Guided Practice Have students work individually or in pairs to write questions and answers. (Wheres the pain? Its in my foot.)

Give BH/IL and BL their tasks:BH/IL Communicative Practice Different-level pairs develop role play based on dialogue.

BL Communicative Practice Pairs role play the dialogue: A: Whats the matter? B: I have a pain in my __________. A: Oh, thats too bad. B: It sure is!

Observe BL students during role plays.

Time: 15 minutes Time: 20 minutes Time: 15 minutes

Evaluation: (BH/IL) pairs perform role plays for class while BL and rest of class listen and fill out chart identifying name of the patient, reason for the visit, and the recommendation. Time: 20 minutes

Application: Guided whole-class discussion of alternative remedies.

Prompt: George has a headache. What should he do? Encourage IL students to use advice practiced in lesson to make recommendations (e.g., Why doesnt he start meditating?). Time: 15 minutes

Note: Adapted from Adelson-Goldstein, J. (2006, May). Mastering the madness and magic of multilevel classes. Presentation given at the Maryland Association for Adult Community and Continuing Education Conference.

Plan objectives for each level, relating all objectives to the same general topic.

Warm-Up

A whole-class activity that activates all students prior knowledge and builds class community.

Presentation 1

The first presentation is made to the whole group. Visuals, repetition, and gestures make the information clear to all levels.

Presentation 2

While other levels work on guided prac-tice activities, specific information can be presented to one level.

Guided Practice 1

Learners (in two or more levels) work in same-ability groups on activities that reinforce the new material and practice key enabling skills.

Guided Practice 2

Learners may continue to work in same-ability groups or form mixed-ability groups for another set of guided prac-tice activities.

Communicative Practice

At this stage, learners at different levels can work together in mixed- ability groups or pairs. Depending on the objective, learners may partici-pate in a single activity within different-ability groups, or two levels may work on one activity, while a third works on a different activity.

Closing

The whole class reconvenes with an activity that reestablishes class community.

Evaluation

Common evaluation strategies in the multilevel classroom include observa-tion, applied performance, and level-appropriate tests.

Application

Multilevel application activities may include leveled take-home tasks. In-class role plays and other activities may be part of the evaluation or communica-tive practice stages.

Comprehension ChecksDuring or after the presentation, it is important to check whether students have understood the new material. A yes/no question such as Do you understand? usually results in most students nodding or saying yeseven though they may not have understood. To accurately verify stu-dents comprehension, use one of the techniques listed below. Also, make sure the comprehension questions you ask are at the right language level for your students. Always wait between 10 and 15 seconds for students to respond to a command, question, or request.

1. Ask information questions that match the students level, e.g., Is it red or blue? What color is it?

2. Ask a question that helps students demonstrate understanding, e.g., We dont have childcare at this school. Where can you take your children?

3. Ask learners to paraphrase or restate the information presented or directions given.4. Ask learners to complete a task that demonstrates understanding, e.g., Its hot in here.

Please open the window.

Practice Writing a Comprehension Check1. Review the presentation and comprehension check for the lesson on page 129.2. Look at the sample dialogue below. 3. With a partner, write some appropriate questions to check comprehension of the

dialogue. Use the examples above to help you.A: Whats the matter, Mr. Yee?B: My foot hurts. It hurts every time I dance.A: Really? B: Yes, and I dance all the time. A: Hmmmm. Why dont you stop dancing so much? I think your foot will feel better.

Giving DirectionsDirections can make or break a practice activity. Directions must be clear and concise. When giving directions, use language that learners already know or that is made comprehensible by visuals and meaningful gestures. The fewer words that are used, the better. It is a good idea to write the directions on the board or overhead projector. Once the learners have heard the direc-tions orally and have seen them in writing, demonstrate the activity with one learner. At the very lowest levels, demonstration may be the best way to give directions.

Appropriate directions include

1. Steps given in one- or two-word verbs. Demonstrate each step one at a time.

2. Level-appropriate grammar and vocabulary, for example Beginning Low Whats this? Beginning High Whats in the picture? Intermediate What do you see in the picture on page__?

Practice Writing Directions1. With a partner, choose one of the Guided or Communicative practice activities for

Sequencing1. The activities in the chart below support the following Beginning Low lesson objective.

Students will be able to identify U.S. testing rules and bubble in an electronically scored answer sheet for a multiple-choice test on previously learned material.

2. Match the lesson activities to the stages of the lesson.

3. Check your answers with a partner.

____ 1. Warm-Up/Review

____ 2. Introduction

____ 3. Presentation

____ 4. Guided Practice

____ 5. Communicative Practice

____ 6. Evaluation/Application

a. Have small groups of students work together to make a poster of test-taking rules and procedures. (Look at your answer sheet only.)

b. Have students demonstrate testing proce-dures in a TPR activity.

c. Have students take a sample test with answer sheets and #2 pencils, bubbling in answers on the answer sheet.

d. Give students a simple T/F test on material theyve studied previously. Ask students how they felt about taking the test.

e. Lead a class brainstorm of test-taking rules.

f. Demonstrate the rules and procedures for taking a multiple-choice test with an answer sheet. Then check students comprehension by asking OR questions about the process. Do you write on the test or the answer sheet?

Warm-Up/Review: Give students a simple T/F test on material theyve studied previously. Ask students how they felt about taking the test. Show and tell with a test booklet, an electronic answer sheet, a pen, and a #2 pencil. Use OR questions to verify that students know which is which. Is this the test booklet or the answer sheet? Do you write on the booklet or the answer sheet?

Introduction: Elicit the rules for taking tests. Write students ideas on the board. Touch on any of these rules that students do not come up with: 1. Use a #2 pencil. 2. Write your name on your answer sheet. 3. Cover your answers. 4. Dont talk. 5. Dont write on the test booklet.

Presentation Guided Practice Communicative Practice Evaluation

1. Use sample test ques-tions to demonstrate the process of reading a question in one place and filling in the answer on an answer sheet. Use the first question to teach the concept of multiple choice.

2. Read each question together, and have the students tell you the answer. Demonstrate bubbling in the answer to the first question on the board or overhead projector. Demonstrate incorrect ways to fill in the answer sheet, such as crossing out, circling, or checking the letters on the form.

Work with imperatives. Have students dem-onstrate the key test commands.

1. Write sample test items on the board such as: 1. A B C D

2. Give students a sample answer sheet and have them bubble in the cor-rect answer for each.

3. Circulate to check that students are correctly bubbling in the answers.

Give a quick T/F test to determine whether stu-dents know basic U.S. test-ing rules. Give students T/F answer sheets so they can bubble in answers (e.g., You can ask your partner for an answer on a test. [F]).

1. Write these three questions:

Do you get nervous on test day?How long do you study for tests?What kinds of tests do you like?

2. Form groups of four. Set a time limit and have teammates take turns interviewing each other. Person #1 asks everyone question #1. Person #2 asks question #2, etc.

3. Call time and tally the class answers for each question.

Have small groups work together to make a poster of test-taking rules.

1. Distribute a sample test, answer sheet, and #2 pencil to each student.

2. Give students directions and set a 10-minute time limit for the test.

3. Collect the answer sheets only. Then, using the test handout, review the answers with the class. Collect and review the students test booklets and answer sheets to determine how well they understood the lesson.

Teacher Talk and Learner Talk1. Look back at the Beginning Low lesson.

2. Given the types of activities in the lesson, identify the amount of time the teacher is likely to be talking and the amount of time the learners will probably be talking.

3. Draw a pie chart in the circle below to represent these amounts of teacher talk and learner talk.

4. Form a small group and share your pie chart. Compare the amount of teacher talk/leaner talk in the pie chart with that of a typical lesson you teach. How will you change the teacher talk/learner talk ratio in your classes?

Identify acceptable reasons for changing a work schedule and request a change. 4

Interpret food and nutrition labels to determine healthy choices. 4

2. Complete the activity plan by briefly describing the activities you would use to help students meet the lesson objective. You may want to select from the activities listed below or use other activities from your repertoire.

Activities Discussed or Used During the Effective Lesson Planning Training

Application ActivitiesTo retain what you learned in this workshop, please select at least one application activity.

Select one or more

1. Analyze your textbook for activity types. Plan a lesson by filling out a Lesson Planning Template Single Level/Single Presentation on page 20 with activity/page numbers that match the stages of a lesson. Brainstorm activities to fill in the gaps. Teach this lesson (or you may use the sample lessons on pages 8 or 15 or the one your group developed during the workshop). Soon after you teach the lesson, take time to reflect on how it went. Ask yourself questions such as*

What went well? Why? 4What did not go as planned? Why? 4If I had to do it over again, what would I change? 4What have I learned about my students that I can account for in future lesson 4planning?

*Use the Lesson Reflection worksheet on page 143. You can also use the Class Observation worksheet on page 144.

2. Observe a lesson at the same level you teach (or hope to teach). As you observe, fill in the Lesson Planning Template on page 142. Then, fill in the Class Observation worksheet on page 144.

3. Develop a lesson using the same directions you used in the Application (in-class) on page 139. Use the Lesson Planning Template on page 142. Teach the lesson. After you teach the lesson, reflect upon your own teaching, using questions such as*

What went well? Why? 4What did not go as planned? Why? 4If I had to do it over again, what would I change? 4What have I learned about my students that I can account for in future lesson 4planning?

*Use the Lesson Reflection worksheet on page 143. You can also use the Class Observation worksheet on page 144.

4. Have someone observe your class. Develop a lesson in section 3 above. Ask a colleague to observe you as you teach it. Your colleague can fill in the Lesson Planning Template on page 142 and the Lesson Observation worksheet on page 144. After the lesson, reflect upon your own teaching, using questions such as*

What went well? Why? 4What did not go as planned? Why? 4If I had to do it over again, what would I change? 4What have I learned about my students that I can account for in future lesson 4planning?

Ask your colleague for verification or support as necessary.* Use the Lesson Reflection worksheet on page 143. You can also use the Class Observation worksheet on page 144.

For further discussion of reflective teacher practices, see the digest, Reflective Teaching Practice in Adult ESL Settings, which is available from www.cal.org/caela/esl_resources/digests/reflect.htm